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Abstract：
This study tested societal effects on caregiver/teacher ratings of behavioral/emotional problems for 10,521 preschoolers from 15 societies. Many societies had problem scale scores within a relatively narrow range, despite differences in language, culture, and other characteristics. The small age and gender effects were quite similar across societies. The rank orders of mean item ratings were similar across diverse societies. For 7,380 children from 13 societies, ratings were also obtained from a parent. In all 13 societies, mean Total Problems scores derived from parent ratings were significantly higher than mean Total Problems scores derived from caregiver/teacher ratings, although the size of the difference varied somewhat across societies. Mean cross-informant agreement for problem scale scores varied across societies. Societies were very similar with respect to which problem items, on average, received high versus low ratings from parents and caregivers/teachers. Within every society, cross-informant agreement for item ratings varied widely across children. In most respects, results were quite similar across 15 very diverse societies.
摘要：
这项研究测试了来自15个社会的10,521名学龄前儿童对护理人员/教师对行为/情绪问题的评分的社会影响。许多社会的问题量表得分在相对狭窄的范围内，尽管语言不同,文化,和其他特征。小的年龄和性别影响在整个社会中非常相似。在不同的社会中，平均项目评级的等级顺序相似。来自13个社会的7380名儿童，评级也从父母那里获得。在所有13个社会中，从家长评分得出的平均总问题分数显著高于从照顾者/教师评分得出的平均总问题分数，尽管差异的大小在不同的社会有所不同。问题量表得分的平均交叉线人协议因社会而异。社会在哪些问题项目上非常相似，平均而言,从父母和照顾者/老师那里获得了高评分和低评分。在每个社会中，项目评级的交叉线人协议在儿童中差异很大。在大多数方面,在15个非常不同的社会中，结果非常相似。
